Children With Oppositional Defiant Disorder

1. Children WithOppositional Defiant Disorder

2. A child presenting with ODD symptoms should have a comprehensive evaluation.  It is important to look for other disorders which may be present; such as, attention-deficit hyperactivity disorder (ADHD), learning disabilities, mood disorders (depression, bipolar disorder) and anxiety disorders.  It may be difficult to improve the symptoms of ODD without treating the coexisting disorder.  Some children with ODD may go on to develop conduct disorder

3. Oppositional behavior is often a normal part of development for two to three year olds and early adolescents.  However, openly uncooperative and hostile behavior becomes a serious concern when it is so frequent and consistent that it stands out when compared with other children of the same age and developmental level and when it affects the child’s social, family and academic life

4. Symptoms of ODD may include: • Frequent temper tantrums • Excessive arguing with adults • Often questioning rules • Active defiance and refusal to comply with adult requests and rules • Deliberate attempts to annoy or upset people • Blaming others for his or her mistakes or misbehavior • Often being touchy or easily annoyed by others • Frequent anger and resentment • Mean and hateful talking when upset • Spiteful attitude and revenge seeking

5. Here is a video of Brayant Post talking about ODD http://www.youtube.com/watch?v=-jIcc-minBw&feature=share&list=PL6FF8EDC3DD57CF26

6. Strategy 1. Time out:  A student with Oppositional Defiant Disorder will benefit from the opportunity for self-imposed time-outs to give them time to cool down and/or regain perspective.  This time-out should not be used as a punishment or threat, but rather as an opportunity to be offered if school staff sees early signs of agitation or escalation.  If incorporating a time-out option, staff should meet with the student proactively to discuss logistical details (where it will be, how to access it appropriately, how long he/she can stay there, what he/she can do there, etc.)  Allowing the student to participate in stimulating activities while in the time out space will yield better results.

7. This video is Mr. T talking about “time- in” which I think is helpful for families http://youtu.be/dxFvQI89z4c

8. Strategy 2: Behavioral Reinforcement: These students will respond best to a model that reinforces desired behavior through awarding of concrete reinforcement or sanctioned power.  Level/token systems tend to work well with these students if the reinforcersare something of value to them.   Take the time to get to know the student and understand what types of reinforcers they are most driven by and integrate these into the student’s behavioral planning

9. Strategy 3: Logical Consequences: The student should be held accountable for his or her actions with consequences that are logical (or natural) to his or her actions.  Keep in mind that consequences are designed to teach and not to punish.  Wherever possible, allow the student to choose between two logical consequence alternatives.  Programs designed to hold these students accountable while helping them to develop empathy for those who have been negatively affected by their actions (i.e. Restorative Justice Programs) are beneficial to these students.    

10. Strategy 4:Opportunities to Practice Generosity: Provide these students with ample opportunity to practice generosity.  Without opportunities to give to others, young people do not develop as caring individuals.  Strategies to support and help students with this disorder must combine both behavioral intervention and efforts to enhance moral development